關于《Women of Achievement》高中英語說課稿模板

　　女人的成就

　　Good　　morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

　　早上好,女士們,先生們。我的話題是婦女的成就,在模塊4單元1。整篇文章“非洲野生動物的學生”是說以后和我談話由4部分組成。第1部分中,我對材料的理解。第2部分,教學方法。第三部分,在上課前準備工作。第4部分,教學過程。

　　Part　　1 my understanding of the material

　　第1部分我對材料的理解

　　First,　　let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

　　首先,讓我介紹整篇文章。這是本單元的教學和學習的中心。它由4段,也就是一天的觀察黑猩猩和簡在森林里,簡如何做她的研究,她的成就,簡對動物的愛和她對動物保護的貢獻;和一個簡短的摘要。通過學習本課,學生不僅可以了解女性的社會地位和日常生活,他們的價值和貢獻,他們的困難和成就,但也學習如何使用一些單詞、短語和句型。當然,學生可以練習他們的閱讀技巧,如略讀、掃描和仔細閱讀。

　　Second,　　I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.

　　其次,我想告訴一些關于學生。雖然學生聽力的基本能力,來說,閱讀和寫作,他們仍需要許多探索和傳達意義的機會;分類和反思自己的想法,感受和經歷,嘗試和使用他們的想象力,并培養他們的自主學習能力、合作學習能力和研究性學習能力。

　　Third,　　about teaching aims

　　關于教學目標

　　Knowledge　　aims: To learn how to use the mastery words, phrases and sentence patterns;

　　知識目標:了解如何使用掌握單詞,短語和句型;

　　To　　learn sth about Jane’s research.

　　了解某事簡的研究。

　　Ability　　aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

　　能力目標:培養學生的自主學習能力、合作學習能力和研究性學習能力;

　　To　　develop students’ reading skills, such as making prediction and drawing inferences from the context.

　　培養學生的閱讀技能,比如從上下文預測和推斷。

　　Emotional　　aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

　　情感目標:鼓勵學生參與課堂活動,培養他們的團隊合作精神;

　　To　　learn Jane’s bravery and perseverance in achieving her goals;

　　學習簡的勇敢和毅力實現她的目標;

　　To　　reinforce the sense of wildlife protection.

　　加強野生動物保護的感覺。

　　Fourth,　　about key points and difficult points

　　對重點和難點

　　I　　think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

　　我認為他們是培養學生的閱讀技巧,如從上下文;使預測和推斷,并學習如何使用掌握單詞,短語和句型。

　　Part　　2 Teaching approaches

　　第2部分的教學方法

　　According　　to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.

　　根據上面的分析,我將嘗試使用以下理論:讓學生真正的掌握類的,老師自己導演;激發學生,尤其是女學生以極大的決定去追逐自己的夢想。

　　Therefore,　　task—based teaching method, students—centered teaching method and CAI will be used.

　　因此,任務型教學方法,堅持以教學方法和CAI將被使用。

　　Part　　3 Preparations before class

　　第三部分在上課前準備工作

　　I　　will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

　　我會問學生們上網或去圖書館找到一些偉大的女性,他們感興趣的信息。

　　And　　in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

　　在課堂上,他們將使他們獲得的信息的報告。通過這個活動,我可以培養他們的自主學習能力和研究性學習能力,和他們的收集和處理信息的能力。

　　Part　　4 Teaching procedure

　　第4部分教學過程

　　I　　designed 6 steps to deal with this reading passage.

　　我設計了6個步驟來處理這個閱讀文章。

　　Step　　1 lead—in

　　步驟1中引入

　　Activity:　　picture appreciation and question answering

　　活動:圖片欣賞和問答

　　I’ll　　show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

　　我會向他們展示一些漂亮的野生動物的照片,如獅子、藏羚羊、猴子和猩猩。然后會問一個問題:哪種動物與人類最接近的聯系嗎?這不是那么難。當然,黑猩猩。然后,學生可以找到更多關于黑猩猩從整篇文章。

　　The　　purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

　　這個活動的目的是激發學生的興趣和自然導致整篇文章。

　　Step　　2 pre—reading

　　Activity:　　look and guess

　　活動:猜猜看

　　The　　students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　學生將被要求只看一眼標題和書中的兩張圖片,然后猜猜他們會讀文本。,他們會被分成組,每組4有一個討論。

　　This　　activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

　　這個活動是激發學生積極閱讀,而不是被動的。調查顯示,活動可以提高讀者的閱讀興趣和閱讀效率。其他目的是培養學生的閱讀skill-making預測,并鼓勵學生用英語思考,用英語表達自己的想法,互相配合。

　　Step　　3 reading

　　第三步閱讀

　　Activity　　1 scanning

　　活動1掃描

　　The　　students are required to scan the text quickly and find out specific information of the following questions.

　　要求學生快速掃描文本,找出下列問題的具體信息。

　　1　　who is the student?

　　1學生是誰?

　　2　　what animals are observed?

　　2觀察到的動物是什么?

　　3　　when did Jane Goodall arrive at Gombe? How old was she?

　　3珍·古道爾到達貢貝是什么時候?她多大了?

　　4　　what was the purpose of her study?

　　4她研究的目的是什么?

　　By　　doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

　　通過這次活動,學生可以提高他們的閱讀skill-scanning。他們可以得到兩行整個通道,主要line-student,隱藏line-wildlife。它構建一個堅實的基礎對于后者閱讀理解。

　　Activity　　2 skimming

　　活動2略讀

　　The　　students are asked to skim the text quickly and summarize the main idea of each paragraph.

　　要求學生快速瀏覽課文,總結每個段落的主要思想。

　　By　　doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　通過這樣做,我可以訓練學生的閱讀skill-skimming。之前和略讀,我會提醒他們找出每段的主題句。

　　Activity　　3 careful reading

　　活動3仔細閱讀

　　For　　paragraph 1: Video watching and completing a diagram

　　第一項:視頻觀看和完成圖

　　Get　　the students to watch a short video of Jane’s research with chimps.

　　讓學生觀看短片的簡研究黑猩猩。

　　This　　paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

　　這一段的描述是簡和她的合作伙伴在森林里。視頻可以把文字到圖片的描述。所以好像學生自己走進了森林。然后一個圖表將向學生展示。它包含的主要行動黑猩猩。他們必須完成它。通過這兩個變化,學生可以掌握重要單詞、短語和句子更好。

　　For　　paragraphs 2-3: Retelling job

　　段落2 - 3:復述工作

　　These　　two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

　　這兩個段落相對較長,所以學生們有困難分類內容。所以我把所有的句子分為三個方面,也就是說,簡的困難,她發現和貢獻。根據關鍵字,他們必須復述它。

　　By　　doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

　　通過這個活動,我可以訓練學生的語言組織能力以滿足新課程的要求。

　　For　　paragraph 4: Question answering

　　第四段:問題回答

　　It　　is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

　　這是一個簡短的摘要,簡和暗示女性可以和男性做他們想做的事。這一段相對較短的和容易理解。所以問題是相當容易的,并將提供給有才華的學生越少。

　　Step　　4 post—reading

　　步驟4 post-reading

　　I　　designed 2 activities.

　　我設計了2個活動。

　　Activity　　1: multiple choice questions

　　活動1:多項選擇題

　　These　　questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.

　　這些問題幫助學生更好地理解課文。其中的一些細節,和一些推論。推理問題更加困難。所以我將給最優秀的學生,和少的人越容易有才華的學生。因此所有的學生都可以有機會參與課堂活動,實現學習英語的樂趣。因此,任務型教學方法是用在這里。

　　Activity　　2: qualities and looking for relevant sentences

　　活動2:質量和尋找相關的句子

　　It　　is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.

　　這是一個活動來鞏固所學的類。傳統上,blank-filling任務通常是用在這一步中,但它是一個被動的活動。為了讓學生積極學習,我設計了這一活動。只是讓學生看標題和考慮“什么樣的學生簡”。他們會說很多的話,喜歡吃苦耐勞,勇敢等等。然后讓他們找到的句子我們可以看到這些品質。做這個工作,學生們再次仔細閱讀整個通道更,,他們將得到一個更深的印象的語言結構。這里為中心的教學方法。

　　Step　　5 Discussion

　　第五步的討論

　　The　　students will be divided into several groups to discuss the following questions.

　　學生將被分成幾個小組討論下面的問題。

　　1　　Jane was brave enough to live in the forest. What difficulties do you think she was facing?

　　1簡勇敢地生活在森林里。你認為她是面對什么困難?

　　2　　If you have the chance, will you do what she did?

　　2如果你有機會,你會做她做什么?

　　This　　activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

　　這個活動是為了鼓勵學生深入思考簡的研究和練習英語口語。

　　Step　　6 Homework

　　第六步作業

　　Activity　　: Thinking and Writing

　　活動:思考和寫作

　　The　　topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.

　　主題是“雖然我們的祖母和母親沒有像簡做的非常好。你認為他們是偉大的,嗎?“給你的原因。

　　This　　activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

　　這個活動旨在培養他們的寫作技巧,激發學生意識到普通女性的偉大。所以偉大接近學生的日常生活。

　　In　　class, I will use CAI, so there is no blackboard design.

　　在課堂上,我將使用CAI,所以沒有黑板設計。

　　That’s　　all. Thank you!

　　這是所有。謝謝你們!